Effects of the design thinking pedagogy on design thinking competence of nursing students in Taiwan: A prospective non-randomized study.

BACKGROUND: Design thinking pedagogy was commonly adopted in higher education across professional fields, but not in nursing education. To enhance design thinking competence of nursing students, integrating design thinking pedagogy has been suggested. OBJECTIVE: To assess the effect of incorporating design thinking pedagogy into Leadership Development courses on design thinking competence in nursing students. DESIGN: Prospective non-randomized study. PARTICIPANT AND SETTING: This study was conducted in a University of Science and Technology in northern Taiwan. Nursing students taking elective Leadership Development courses were included as the experimental group (n = 150). Age- and gender-matched nursing students without taking Leadership Development courses were included as the control group (n = 150). METHODS: Two self-reported questionnaires, Taiwanese version of Creative Synthesis Inventory (CSI-TW) and Design Thinking Traits Questionnaire (DTTQ-TW), were used to assess design thinking competence of nursing students before and after test. Analysis of covariance (ANCOVA) after adjustment for pre-test mean scores was performed to assess differences in the adjusted post-test mean scores between the two groups. RESULTS: The ANCOVA analysis indicated nursing students in the experimental group had significantly improved total scores of and subscale scores of CSI-TW compared to those of the control group. Although total score of DTTQ-TW as well as subscale scores of feedback-seeking and experimentalism were significantly enhanced in the experimental group than their control counterparts, no significant differences in subscale scores of integrative thinking, optimism, and collaboration were observed between two groups. CONCLUSION: Design thinking pedagogy significantly improved overall design thinking competence of nursing students. This study provided quantitative evidence to support the implementation of design thinking pedagogy in nursing education to facilitate the design thinking competence of nursing students.

Measuring design thinking competence in Taiwanese nursing students: a cross-cultural instrument adaptation.

BACKGROUND: Design thinking (DT) competence, a creative problem-solving ability, has been investigated extensively among college students in various professional fields within the western cultures. No instrument, however, is available for assessing DT competence in nursing students, particularly, those in non-western cultures. OBJECTIVE: To adapt and validate the use of Creative Synthesis Inventory (CSI) assessing the four components (i.e., visualization, discovery, prototyping, and evaluation) of DT competence in nursing students in Taiwan. DESIGN: Cross-sectional, mixed methodological design combining qualitative and quantitative strategies. PARTICIPANTS: A 19-item CSI was administered to a total of 520 nursing students from two campuses of a science and technology university in Taiwan. The data collection was conducted between September 2020 and June 2022. METHODS: The cross-cultural adaptation and validation of CSI-Taiwan was done in two phases: Phase I included content validity check, translation, and cross-cultural adaptation. Phase II involved pilot testing and psychometric evaluation. RESULTS: A first-order confirmatory factor analysis validated the four-component structure, namely visualization, discovery, prototyping, and evaluation, of an 18-item CSI-Taiwan (model fit indices: χ2/df = 3.953, NNFI = 0.942, CFI = 0.956, TLI = 0.947, SRMR = 0.035, and RMSEA = 0.075). A second-order confirmatory factor analysis further indicated that the four components converged on a unitary construct of DT competence (model fit indices: χ2/df = 4.082, NNFI = 0.935, CFI = 0.949, TLI = 0.940, SRMR = 0.040, and RMSEA = 0.080). Moreover, the CSI-Taiwan also demonstrated satisfactory reliability and validity. Together these results validated the construct of DT competence and its components as theorized. CONCLUSIONS: The CSI-Taiwan was a reliable and valid self-report instrument to be used by Taiwanese nursing students.

Design thinking competence as self-perceived by nursing students in Taiwan: A cross-sectional study.

BACKGROUND: Competence in design thinking plays a pivotal role when undertaking innovative problem-solving. Our knowledge on nursing students' self-perceived design thinking competence, however, is noticeably lacking, particularly in Taiwan. OBJECT: To examine Taiwanese nursing students' self-perceived competence in design thinking. DESIGN: Descriptive, cross-sectional, quantitative study. PARTICIPANTS: One hundred and one nursing students enrolled in the interdisciplinary capstone courses, which were jointly offered to industrial design students, as part of a 4-year nursing program at a science and technology university in northern Taiwan. METHODS: Self-reported questionnaire data were collected from students, including their demographics and self-perceived competence in design thinking as measured by the Creative Synthesis Inventory and the Design Thinking Traits Questionnaire between January 2020 and January 2021. RESULTS: Distinctive and reliable individual differences were found in nursing students' self-perceived competence in design thinking. In addition, students perceived a significantly higher creative synthesis skill of discovery in developing an understanding of potential users and a significantly lower design thinking trait of optimism, not backing down from challenging problems. Finally, greater perceived competence in creative synthesis skills were significantly correlated with greater perceived competence in all design thinking traits, except the trait of optimism. CONCLUSIONS: Results indicated that significant individual differences exist in Taiwanese nursing students' self-perceived design thinking competence, suggesting opportunities for helping students with lower perceived competence. Overall, Taiwanese students believed themselves to be less skilled in visualization, prototyping, and evaluation as well as lacking an attribute of optimism when encountering challenging problems. Therefore, as informed by the design thinking framework, nursing schools should focus on developing strategies through training and practice to foster creative synthesis skills and designer traits in students, particularly targeting those who self-perceived as less competent and those skills and traits self-perceived as weaknesses.

Investigating the pathways between swift trust and team creativity among nursing student teams in Taiwan: A moderated mediation model.

BACKGROUND: Considerable theoretical and empirical work indicates that a multitude of factors are associated with team creativity in an organizational context. The complex relationships between the contributors, however, are not well understood in nursing education. This study was to take a process view investigating the pathways from swift trust to creativity via collaborative interactions and to explore whether task conflict would further change the strength of the indirect effect. METHODS: This study utilized a cross-sectional, quantitative, descriptive design. Taiwanese nursing students (final n = 629), who enrolled in capstone courses of small interdisciplinary groups collaborating with industrial design students on designing healthcare products, participated in the study. Data were collected from students during 2018 and 2020. Questionnaires assessed their perceptions about teams' swift trust (including cognition- and affect-based), collaborative interactions (including constructive controversy, helping behavior, and spontaneous communication), task conflict, and creativity. SPSS PROCESS macro was used to test the proposed moderated mediation model. RESULTS: Bivariate correlation analysis showed that greater team creativity was associated with increased cognition-based team swift trust and collaborative interactions. Results revealed that collaborative interactions serving as the underlying mechanisms mediating the effect of cognition- and affect-based swift trust on team creativity. Moreover, the indirect effect of collaborative interactions, specifically, spontaneous communication, on linking swift trust to team creativity varied as a function of task conflict. As task conflict decreased, the effect became stronger. CONCLUSION: Findings suggest that nursing student teams' spontaneous communication serves as the underlying mechanism in linking the relationship between swift trust and team creativity and that lower task conflict plays a crucial role in enhancing the indirect effect. The proposed pathway could provide guidance for nursing educators to promote creativity outcomes by promoting swift trust and collaborative interactions as well as preventing task conflict for interdisciplinary nursing student teams.

Performative Masculinity: A META-Ethnography of Experiences of Men in Academic and Clinical Nursing.

Gender differences and stereotypes have been widely studied. Performative masculinity or "doing gender" is the adoption of traits considered to be "masculine" to achieve acceptance in society. Performative masculinity, as it relates to career development for men in nursing, could be affected by internal attitudes and career choice, and external influences of culture. There are no critical systematic reviews to describe this process. The aim of this study was to synthesize research on how men in nursing experience masculine identity at work. A systematic literature search and qualitative synthesis using meta-ethnography guided this study. The literature search included studies from the electronic databases of PubMed, CINAHL, Medline, and Airiti Library, published in English or Chinese from 1994 to 2016. Eleven studies met the inclusion criteria. The meta-syntheses identified three themes describing how men in nursing experience masculine identity at work: (1) Nursing could be a gendered-neutral occupation suitable to both genders; (2) performative masculinity; and (3) strategies used when providing bodywork and care. Exploring insights about the tensions of performative masculinity among men in nursing, this study may help to address the challenges encountered in nursing education, practice, and career development. Establishing a male nursing model based on evidence from academic and clinical practice for nursing students and professional nurses could help to meet the increasing demand for nurses.

Psychological distress among first-year health science students in Taiwan.

Background: Most first-year college/university students are adolescents or young adults and therefore are at high risk of developing psychological distress symptoms. Little is known about psychological distress among first-year university students in Taiwan, especially those studying health science-related fields. Objective: To understand the prevalence of psychological distress and its five dimensions (depression and anxiety, self-harm, impulsivity, and psychiatric disturbance) and explore the relationship between student-specific variables (enrollment year, age, sex, program duration, and college) and psychological distress. Methods: A secondary analysis design was adopted. We enrolled 4,212 first-year university students throughout 2016, 2017, and 2018. Health screening data were obtained using the Mental Health Scale for Undergraduate-Screening Assessment (MHSU-SA) for first-year health science students at a private technical-vocational university in northern Taiwan. Results: Many first-year university students were at-risk for depression (4.2%), anxiety (8.2%), self-harm (5.2%), impulsivity (2.6%), psychiatric disturbance (4.4%), and overall psychological distress (4.2%). Students in a four-year program were more than twice as likely to demonstrate psychological distress symptoms compared to their two-year (night) program counterparts (odds ratio = 2.05, 95% confidence interval = 1.20-3.49, p < 0.01). Conclusion: Some first-year health science university students showed psychological distress, including anxiety, self-harm, psychiatric disturbance, depression, and impulsivity. Students in four-year programs were twice as likely to show symptoms of psychological distress than those in two-year (night) programs. Therefore, mental health screenings are recommended to facilitate early detection and timely intervention for at-risk students.

Development and Psychometric Testing of a Taiwanese Team Interactions and Team Creativity Instrument (TITC-T) for Nursing Students.

BACKGROUND: How well team members work together can be affected by team interactions and creativity. There is no single instrument for measuring both variables in healthcare education settings in Taiwan. The purpose of this study is to develop an instrument to measure team interactions and team creativity for Taiwanese nursing students. METHODS: A 34-item team interactions and team creativity self-report instrument was developed for nursing students in Taiwan (TITC-T). Items consisted of statements about how a participant perceived their team members' constructive controversy, helping behaviors, communication, and creativity. Nursing students (n = 275) were recruited from two campuses of a science and technology university to examine the psychometric properties of the TITC-T. The reliability and psychometric properties were evaluated. RESULTS: The Cronbach's alpha was 0.98. The confirmatory factor analysis resulted in a one-dimensional factor structure that fit well with the model (Comparative Fit Index = 0.995, Tucker Lewis Index = 0.908, Root Mean Square Error of Approximation = 0.098). CONCLUSIONS: The TITC-T is a valid and reliable tool for evaluating team interactions and team creativity for students enrolled in nursing programs in Taiwan.

Effectiveness of Interdisciplinary Teaching on Creativity: A Quasi-Experimental Study.

Little is known about the effectiveness of Interdisciplinary teaching (IDT) in higher education, particularly for healthcare education in Taiwan. It is vital to determine if IDT could enhance divergent creative thinking and team creativity among nursing students. A quasi-experimental study with a pretest-posttest design. Students enrolled in a capstone nursing course for the development of healthcare-related products were divided into two groups. The intervention group (n = 61) was taught creative thinking skills with IDT by faculty. The control group (n = 84) was taught by nursing faculty with traditional teaching. This study found that students who received the IDT intervention scored significantly higher on measures of creative thinking and team creativity compared with students in the control group. These findings suggest integrating IDT from nursing and design faculty into the teaching curriculum to foster students' creative thinking abilities when formulating interdisciplinary student teams to develop innovative, creative healthcare products.

The Moderating Role of Team Conflict on Teams of Nursing Students.

Inter-professional education has become a widespread trend in healthcare education around the world. This study examined whether conflict moderated the correlation between swift trust and creativity for nursing students on teams in inter-professional education courses in Taiwan. A cross-sectional survey study with comparative, quantitative analysis was conducted to describe relationships between the studied variables. This study collected self-report data from 270 nursing students who attended interdisciplinary team-based capstone courses, and this study divided them into 54 teams. Each team consisted of five members. The study results showed cognition-based team swift trust had a positive correlation with team creativity. The negative association was revealed between relationship conflict and team creativity. Moderation models demonstrated that relationship conflict (95% C.I. [-0.70, -0.21]) negatively moderated the correlation between cognition-based swift trust and team creativity among nursing student teams. This research found that greater levels of cognition-based swift trust may enhance nursing students' team creativity in inter-professional education courses. However, relationship conflicts may limit the positive outcomes of that association. Nursing educators should incorporate conflict management particularly aiming at relationship conflicts into their interdisciplinary nursing courses to support creative outcomes.

Moderating effects of task interdependence on interaction behaviours and creativity for nursing students on interdisciplinary teams.

AIMS: Nursing students in Taiwan often study in interdisciplinary teams that must create healthcare products. Creativity is imperative for the students' success, but studies have not explored the relational precursors to team creativity in nursing education. Therefore, the relationship was examined between task interdependence, interaction behaviours (constructive controversy, helping behaviours and spontaneous communication) and creativity for nursing students on interdisciplinary teams in Taiwan to investigate whether high task interdependence moderates the correlations between interaction behaviours and creativity. DESIGN: Descriptive, cross-sectional, quantitative study. METHODS: Participants were nursing students (N = 99) attending interdisciplinary capstone courses in 2- or 4-year nursing programmes at a university for science and technology in Taiwan. Self-report questionnaires were used to collect the students' demographics and perceptions of their teams' task interdependence, interaction behaviours and creativity between January 2018 and January 2019. Pearson's correlation coefficient revealed variable associations. SPSS PROCESS macro displayed moderating effects. RESULTS: Task interdependence had significant positive correlations with all three interaction behaviours and team creativity. Each interaction behaviour also had significant positive correlations with team creativity. High task interdependence negatively moderated the relationships between team creativity and (a) constructive controversy, and (b) spontaneous communication, but not (c) helping behaviours. CONCLUSION: The empirically validated moderation model and study results suggest that nursing educators can foster creativity in their students by encouraging task interdependence and helping behaviours, and teaching students to build constructive controversy and spontaneous communication into their collaborative plans. IMPACT: In Taiwan, nursing students must demonstrate creativity in interdisciplinary capstone courses. Their ability to do so requires them to cooperate with students in other disciplines who have unique skills or knowledge. This study provides insights into the relational factors that may improve creativity for nursing students on interdisciplinary teams.

Promoting creativity of nursing students in different teaching and learning settings: A quasi-experimental study.

BACKGROUND: Interdisciplinary teaching provides students with multiple perspectives through instruction from faculty and students in other academic areas. Providing interdisciplinary teaching to students in nursing and interdisciplinary programs could help foster collaborations between students in nursing and students in fields such as design or engineering, which could expand students' understanding of the skills required to develop a working prototype. OBJECTIVE: To evaluate whether there is an effect of interdisciplinary teaching on nursing students' creative thinking abilities. DESIGN: A quasi-experimental study of two experimental and one control group with a pre-test/post-test design. SETTING: The study was conducted between September 2018 and January 2020 in classrooms of a university of science and technology in Taiwan. PARTICIPANTS: Nursing students (N = 191) enrolled in capstone courses participated in this study. Two groups of students were assigned to the intervention: Group 1, comprised of typical students (n = 80) or Group 2, comprised of students with teaching assistantships (n = 30). The control group (n = 81) was typical students. The intervention groups received instruction from interdisciplinary faculty in nursing and design and creativity training. The control group was taught by nursing faculty only, without creativity training. METHODS: The Taiwanese version of the Torrance Tests of Creative Thinking-Figural (TTCT-F) instrument assessed students' creative thinking abilities at the beginning (pre-test) and end of the 18-week course (post-test). Differences in pre-test/post-test scores between groups were examined with analysis of covariance. RESULTS: Comparisons between mean total and subscale scores for TTCT-F for the two intervention groups and controls demonstrated only Group 2 students (teaching assistants) had significantly higher scores than the control group. Teaching assistants also had significantly higher scores than Group 1. CONCLUSION: Findings suggest interdisciplinary teaching benefited creative thinking abilities of nursing students holding teaching assistantships. Therefore, it may be more important to first emphasize improvements in academic performance for typical nursing students in Taiwan and then incorporate interdisciplinary teaching into nursing programs to improve creative thinking.

Effect of interdisciplinary teaching on collaborative interactions among nursing student teams in Taiwan: A quasi-experimental study.

BACKGROUND: Empirical research has demonstrated the academic, collaborative, and organizational benefits of Interdisciplinary Teaching. However, few studies have examined the effectiveness of Interdisciplinary Teaching in higher education, particular in healthcare education in Taiwan. In addition, there is no consensus on how the effectiveness of this form of teaching should be evaluated. OBJECTIVE: To evaluate the effect of Interdisciplinary Teaching on collaborative interactions for teams of nursing students. DESIGN: A quasi-experimental study design employed pretest-posttest scores on measures of team collaboration to compare an Interdisciplinary Teaching intervention with a control group. SETTING: Capstone courses at two universities of science and technology in Taiwan, which focused on creating patentable healthcare-related products. PARTICIPANTS: Nursing students (N = 145) enrolled in capstone courses between September 2019 and January 2020 participated in this study. The intervention group (n = 61) received creativity training from interdisciplinary faculty from departments of nursing and design. The control group (n = 84) received traditional teaching from nursing faculty. METHODS: Data were collected using self-report instruments for team interaction behaviors, swift trust, and conflict at the beginning and end of the 18-week course. Differences between groups were examined with analysis of covariance. RESULTS: Compared with controls, nursing students in teams that received the teaching intervention had significantly better mean post-test scores for team interaction behaviors and the subscale for communication (both p < .05); team swift trust and affective-based trust (p < .001); and lower scores for the team conflict subscale of relationships (p = .01). CONCLUSIONS: These findings suggest creativity training using Interdisciplinary Teaching benefited collaborative interactions for interactive behaviors and swift trust, and decreased relationship conflict for teams of nursing students. Interdisciplinary Teaching should be integrated into nursing students' curriculum, which could enhance collaborative interactions and improve the ability of student teams to create novel, patentable healthcare products.

The effects of web-based situational learning on nursing students' transfer of learning in clinical practice.

BACKGROUND: Transferring what has been learned in the classroom to clinical application is the main goal of nursing education. Our previous intervention study, in which a web-based interactive situational teaching strategy in a nursing ethic course was conducted as an experimental group, and the students in the class who were taught using a traditional teaching strategy was treated as the comparative group. The results, which were evaluated immediately after the class, showed that the web-based interactive situational teaching enhanced the students' competency in ethical reasoning and problem solving compared to traditional teaching. PURPOSE: This study followed the previous study and aimed to compare the effects of the learning transfer between the two groups in clinical performance as reflected in their internship scores, clinical practice, and self-efficacy assessment. It also explored the factors influencing this transfer. METHOD: A predictive correlation-based research design was adopted to compare the students' internship scores, clinical judgment abilities, and self-efficacy in clinical internships between two groups. The students' self-efficacy was measured using a self-administered structured questionnaire, while their internship scores and clinical judgment abilities were evaluated by their clinical instructors. The data obtained were statistically analyzed using SPSS 23 software. RESULTS: The nursing students who participated in the web-based interactive situational teaching course did not significantly outperform those who received traditional teaching in their clinical judgment and internship scores. The main variable that significantly affected the clinical self-efficacy of nursing students was the degree of support from the internship instructors. CONCLUSION: Nursing students' clinical performance is affected by multiple factors and is not solely determined by the curriculum or teaching strategies. The degree of instructor support during the internship process significantly affected the students' self-efficacy in clinical performance.

Predictors of individually perceived levels of team creativity for teams of nursing students in Taiwan: A cross-sectional study.

BACKGROUND: The complexity of healthcare and concurrent advances in technology have promoted Interprofessional Education (IPE) in healthcare schools to prepare students to collaborate on interdisciplinary teams. Since 2016, healthcare curricula in Taiwan have incorporated IPE-based capstone courses to enhance creativity. To better understand the predictors of team creativity could help educators improve IPE and outcomes for nursing students and patients. PURPOSE: To determine whether nursing students' demographic characteristics, individual creativity, and perceived team interaction behaviors, team swift trust, team conflict, and team task interdependence may predict high perceived team creativity in IPE settings. METHODS: A cross-sectional study design included nursing students (N = 99) at a science and technology university in Taiwan. Data from self-report questionnaires included variables for demographic characteristics, individual creativity, and perceived team characteristics. A hierarchical multiple regression analysis revealed predictors of high perceived team creativity. RESULTS: Nursing students who perceived high team creativity also perceived higher interaction behaviors and lower process conflict than those who perceived less creativity. Spontaneous communication and team task conflict predicted high perceived team creativity. CONCLUSIONS: Nursing educators could increase team creativity in IPE by encouraging spontaneous communication and constructive task-oriented conflict management. This may benefit patient outcomes in the future.

The relationship between swift trust and interaction behaviors on interdisciplinary and non-interdisciplinary teams in nursing education.

The extent to which team interdisciplinarity affects trust and communicative interaction behaviors in healthcare settings has received limited attention. Undergraduate nursing students must understand and work with interdisciplinary team-based dynamics. This study examined the relationship between swift trust and interaction behaviors among nursing student teams and explored whether team interdisciplinarity moderated that relationship. In this cross-sectional, comparative, quantitative, descriptive study, students from a Nursing program (n = 63) at one university and a Design program (n = 65) at another university in Taiwan comprised the interdisciplinary group. Remaining nursing students (n = 147) comprised the non-interdisciplinary group. Self-report questionnaires included 10 items to assess perceived team swift trust (cognition-based and affect-based) and 24 items to assess students' interaction behaviors (constructive controversy, helping behaviors, and spontaneous communication). Canonical correlation analysis showed the teams' cognition-based-but not affect-based-trust correlated positively with each interaction behavior. Moderation models indicated that the interdisciplinary team negatively moderated the relationship between teams' cognition-based trust and constructive controversy. In conclusion, team members' higher perceived cognition-based trust is associated with higher perceived interaction behaviors, but team interdisciplinarity may negatively impact that relationship. Nursing educators may use these insights to improve outcomes for both educational and professional healthcare teams.

Conflict and interactions on interdisciplinary nursing student teams: The moderating effects of spontaneous communication.

BACKGROUND: Recently, empirical researchers have observed direct associations between conflict and interaction behaviors within organizational teams. However, research concerning indirect links between conflict and interaction behaviors on interdisciplinary teams in nursing school is scant, particularly in Taiwan. OBJECTIVES: The aim of this study was to explore the relationships among various types of conflict and interaction behaviors on interdisciplinary nursing education teams. DESIGN, SETTING, AND PARTICIPANTS: This study utilized a cross-sectional, quantitative, descriptive design. The authors collected survey data from 99 nursing students who participated in 18-week capstone courses of small interdisciplinary groups collaborating to design healthcare products in Taiwan during 2018 and 2019. METHODS: Questionnaires assessed the nursing students' perceptions about their teams' conflicts (of task, process, and relationship), and interaction behaviors (constructive controversy, helping behaviors, and spontaneous communication). The authors used descriptive statistics to compare demographics, conflict scores, and interaction behavior scores for collocated and distributed interdisciplinary teams. A Pearson's analysis identified correlations among the variables and their components, and the SPSS PROCESS macro showed moderating effects of spontaneous communication on the relationship between distributed team and conflict subscales. RESULTS: After confirming the distributed team experienced significantly more conflict than the collocated team, we found significant negative correlations between constructive controversy and both process conflict and relationship conflict on the distributed team. Another interaction behavior, spontaneous communication, had a moderating effect on the relationships between the distributed team and both task conflict and relationship conflict. CONCLUSION: In interdisciplinary educational settings for nursing students, spontaneous communication may moderate the types of conflict that distributed teams are more likely than collocated teams to experience. Constructive controversy may be especially effective at mitigating conflict on distributed teams. Nursing educators may refer to these insights to improve outcomes for educational interdisciplinary healthcare teams.

Inter-professional nursing education and the roles of swift trust, interaction behaviors, and creativity: A cross-sectional questionnaire survey.

BACKGROUND: Technological advances in medicine have generated an increase in the complexity of delivering quality medical care, which is a challenge to the healthcare system. Improving interdisciplinary teamwork among all healthcare staff is one approach to meeting these new challenges. Interdisciplinary teamwork can be improved through inter-professional teaching in nursing education, which provides instruction from at least two professions to teams of students from different specialties. Behaviors that foster collaboration and creativity in temporary organizations, such as teams, include swift trust, interactive behaviors, and team creativity. A better understanding of the relationships between these behaviors could help educators improve inter-professional education courses for nursing students. METHOD: A cross-sectional study was conducted with 210 nursing students enrolled in inter-professional education courses with interdisciplinary teams that included design students. Three self-report questionnaires assessed nursing students' perceptions about swift trust, interactive behaviors, and creativity: 1) swift trust measured cognitive-based and affective-based domains; 2) interactive behaviors measured domains of constructive controversy, helping behaviors, and spontaneous communication; and 3) team creativity measured collaborative abilities. Scale scores range from 1 to 5; higher scores indicate more swift trust, better interactive behaviors, and greater team creativity. Analysis with Pearson's correlation coefficient and SPSS PROCESS macro was employed to test the mediating effects. FINDINGS: Cognitive-based swift trust was positively correlated with all three domains of interactive behaviors (p < .01); all domains of interactive behaviors were positively associated with team creativity (p < .01). Mediation models indicated that interactive behaviors mediated the relationship between cognitive-based swift trust and team creativity. DISCUSSION: Enhancing cognitive-based swift trust and interactive behaviors in interdisciplinary education for nursing students could promote team creativity. Faculty involved in interdisciplinary education courses for nurses should encourage interactive behaviors, which could increase cognitive-based swift trust among nursing students and improve collaboration and creativity.

Construction of an integrated sexual function questionnaire for women with breast cancer.

OBJECTIVE: With the increasing incidence of breast cancer in young women, its side effects have extended into the sexual lives of women. However, an appropriate tool to measure the sexual function is nonexistent. The aim of this study was to develop a suitable tool to measure sexual function in women with breast cancer. MATERIALS AND METHODS: After conducting literature reviews regarding the sexual function characteristics of women with breast cancer, this study designed a set of integrated sexual function questionnaires, which included pertinent information and three scales. The validity of the scales was examined under the guidance of three gender studies experts and two gynecologists who are also professors. Regarding the construct validity, researchers conducted exploratory factor analysis on the measurement results of 196 women with breast cancer. RESULTS: The integrated sexual function questionnaires included the following three scales: "Breasts' Role Self-Checklist," "Scales for Breasts' Role in the Foreplay," and "Female Sexual Function Scale for BCSs." The questionnaire tool consisted of the longitudinal time change, patients' and their partners' situation, information related to the recovery process, participants' perspective toward objectification of women's breasts, the role of breasts in foreplay during sexual activities, sexual desire, sexual satisfaction, sexual obstacle, and other self-evaluations. We first derived one factor from six questions in "Breasts' Role Self-Checklist" and named it as "The Importance of Breasts for Women." The other two factors were obtained from eight questions in "Scales for Breasts' Role in the Foreplay" and named as "Sexual Attraction to Breasts" and "Function of Breasts in Foreplay." In addition, three factors were derived from 16 questions in "Female Sexual Function Scale for BCSs" and named as "Sexual Desire," "Sexual Satisfaction," and "Sexual Obstacle." CONCLUSION: This study determined that these integrated scales for breast cancer survivors are suitable due to their content validity, construct validity, and high internal consistency reliability, with a Cronbach's alpha of higher than 0.9 for all the three scales.

Predictors of self-perceived levels of creative teaching behaviors among nursing school faculty in Taiwan: A preliminary study.

BACKGROUND: Many nursing programs include a capstone project as part of the nursing curriculum. In Taiwan, these courses involve development of healthcare products. A student's success can depend on faculty's ability to employ creative teaching behaviors. PURPOSE: To examine the relationship between demographic and teaching characteristics, personality traits, and self-perceived levels of creative teaching behaviors for capstone nursing faculty. METHODS: This study used a cross-sectional, descriptive, correlational study design. Faculty (N = 53) were recruited from healthcare schools in Taiwan. Data from self-report questionnaires included variables for demographic and teaching characteristics, perceived levels of creative personality traits (imagination, curiosity, adventure, challenge) and creative teaching behaviors (autonomous learning, creative thinking, characteristics/motivations, environment/opportunity). Hierarchical multiple regression identified predictors of creative teaching behaviors. RESULTS: Mean total scores for creative teaching behaviors were high for nursing faculty; characteristics/motivations were the lowest subscale score. The creative personality trait of curiosity significantly and positively influenced the perception of high levels creative teaching behaviors. CONCLUSIONS: High scores for curiosity significantly predicted high scores for creative teaching behaviors for nursing faculty. These findings suggest faculty who perceive themselves as having low levels of creative teaching behaviors might benefit from training to increase levels of curiosity.